Read 20 minutes for R11-R12 Inferences pgs 60-80-A Prayer for Owen Meany. Due today in class. 80%. You've had 6 classes and over 16 days for this reading entry.
M & M 45. advocate-n,v
prefix: ad: to root: voc: to voice, speak suffix: ate: forms nouns and verbs
advocate: a person who speaks in support, to speak in support of a cause, organization etc.
Models:
Noun use:
The victim's advocate spoke out against the senseless crimes.
Verb use:
When one doesn't like something, they should advocate their feelings in an appropriate manner.
Write your own sentence using context clues. Ms. Batten walked around and checked sentences.
Finish Masque of the Red Death:
Audio continued starting with the description of the 7 rooms. Students asked to add colors to the diagram on pg 55, and with their group answer what the rooms represent providing support of why they feel this way. Class Discusses. Students continue to mark diction, repetition and symbols using the key established.
During discussion:
-Class discusses why everyone pauses at the striking of the clock and how the clock might symbolize death, their own inevitable deaths, reality
-the masks could represent denial-how they are in denial that they will eventually die from the Red Death or denial of whats going on in the world around them
-ebony was mentioned as a diction word used on purpose to indicate not only a dark color for the clock but also a peculiarity and the expensive taste of the prince
-the prince is seen as mad by others, but not his followers, most likely because to admit he is insane would be to admit they won't be able to escape
-dreams is used with diction such as stalked, writhed, stiff-frozen and stand. These are not pleasant words, so perhaps in the castle dreams are a negative thing, whereas typically we would desire them. They stalk because you cannot escape them, they writhe because they are painful, they are stiff-frozen because they stand still and the people in the castle will not move forward with them if locked in a castle, and they stand, because there is no chance for them to move one way or the other. These people are isolated and have planned to live out their days in the castle.
-There is a shift in the story on pg 57 with the chiming of midnight. This is where the masked figure of the Red Death appears.
Exit 9/MORD very end and discussion-next class.
Ra Ta Ta next class for visualizing and R14 and R15
2/19/13
2/14/13
2/14 English III
Start with 20 min of reading of A Prayer for Owen Meany for R11-R12-Inferences-80%
41. tenable
Prefix: Ten: grasp Suffix: Able: Able
Model: Many seniors see a high school diplomas as tenable after years of hard work and dedication to their studies.
tenable means capable of holding onto, defending, enjoying, obtaining
Write your own sentence, using context clues.
Take out R13 MORD packet
Class reviews symbolism and diction and how to spot each.
Student read through pg 54 in 4th block and 55 in 5th block.
Class discusses diction marked: patterns of light, gothic mood words, pleasant mood words, words that continue the isolation pattern
Class discusses possible symbols: 7 rooms and each color, clock, Gothic Window, Light, East, West) 5th block brought up the possibility that each room could represent the 7 deadly sins.
Class to finish reading the next class.
41. tenable
Prefix: Ten: grasp Suffix: Able: Able
Model: Many seniors see a high school diplomas as tenable after years of hard work and dedication to their studies.
tenable means capable of holding onto, defending, enjoying, obtaining
Write your own sentence, using context clues.
Take out R13 MORD packet
Class reviews symbolism and diction and how to spot each.
Student read through pg 54 in 4th block and 55 in 5th block.
Class discusses diction marked: patterns of light, gothic mood words, pleasant mood words, words that continue the isolation pattern
Class discusses possible symbols: 7 rooms and each color, clock, Gothic Window, Light, East, West) 5th block brought up the possibility that each room could represent the 7 deadly sins.
Class to finish reading the next class.
2/12/13
2/12 English III
Read 20 minutes- A Prayer for Owen Meany. Work on R11-R12 pgs 61-80. Due on 2/19, 2 more classes from now.
Copy new word. Words are different now, because only your 3rd and 6th block teacher are supposed to teach them. You will still take quizzes and only 5 words will be given per word set, rather than 20. This means it should be extra easy to pass quizzes now. We will no longer do the peer review, but students will need to learn from comments added to their papers by me and not continue to make the same mistakes. For example, If I say, not enough context clues, then the student should start using them.
43)Transgress (v.) Words 38-42, past due.
PREFIX: trans: through, across ROOT: gres: take steps, move around
Model: Some students seem to transgress often by constantly violating rules and procedures.
You write your own sentence using context clues.
R10-Makeup Quiz allowed for anyone absent the last class. They can take the quiz during reading or after school before the Thursday, following their absence.
Ms. Batten reviews inferences for pages 40-60. For 40-50 she reviews the main idea with the class: Johnny's mom meets Dan Needham on the train and introduces him to her family. Then on page 40 and 41, several inferences are reviewed with the class to make sure they aren't skipping over things that could be written on their chart. The class reviews the main idea for 51-60: Johnny' visits his wild, crazy cousins, who is feels comfortable with. Then on pg 52 and 53, inferences are reviewed with the class which could have been recorded for R8-R9. This is meant to especially help those who have struggled submitting R8 or R9 or who didn't do them properly.
Copy Exit 9-MORD (Masque of the Red Death)-16 pts. Due at end of reading, not this class.
1. What was Poe's purpose for writing M.O.R.D.? (2 pts) must be a complete sentence
2. Name 3 Gothic Elements present in this story. (Be specific) (3) must name specific story elements
3. Name 2 symbols and what they might represent. (4) Make sure you think on symbolic level
4. Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7) You must
mention each room and its significance in your response
Take out R13-MORD Packet-Students directed to label packet as R13 MORD and to make a key on their packet for how to mark the text:
*words you don't know
~~~~~ under diction and repetition
box around symbols
Ms. Batten reminds students of the meaning of diction.
Diction: word choice. Words authors use on purpose, when there are other words they could have used. In gothic fiction, you will definately see a lot of gloomy, depressing words which are a part of that diction.
Ex: shack vs. cabin
If I was writing a scary story, I would be more likely to use shack.
If I was writing a pleasant story about my childhood vacation spot, I would be more likely to use cabin.
Ms. Batten reveals the meaning of symbolism and the ways to spot it in the text.
Symbolism: when something represents something larger than itself
How to spot it:
-repetition (sometimes symbols are objects or ideas that repeat)
-unusual placement or unusual name
-words that don't belong together (like if I said Mr. Samson was steaming smoke from his forehead.) Sometimes this reveals a metaphor instead of a symbol.
-patterns in diction (like if words all associate with a color, lightness, darkness or are related some how)
-long, drawn out, wordy descriptions. (For example, in Their Eyes Were Watching God, the chapter all about the street lamp. You hear about the lamp so much, it is obviously a symbol)
Students read the first page of packet, pg 53 and mark the text using the key Ms. Batten has given to them. Class discusses first page.
Diction on first page mentioned: pestilence, fatal, hideous, profuse, termination, dauntless, sagacious
For explanation of why marked, look at the 1st and 2nd line "No pestilence had ever been so fatal, or so hideous." pestilence is used to reveal this is a plague, disease, not just an illness. Fatal is used to show that it is deadly. The author could have said harmful there. Hideous is used because the symptoms of the disease are horrifying and disgusting.
Symbols on first page mentioned:
Prince Prospero: marked because its an unusual name for a person. People aren't named after adjectives.
Red: pattern in diction reflects words that are associated with the color such as Red, Blood, bleeding, scarlet
Diction on 2nd page (54) mentioned: seclusion, girdled, ingress, egress, appliances, Beauty, security
Explanation: Girdled is unusual to use with a wall, so its obviously used on purpose. Ingess and Egress means entry and exit, so he could have just used those words. He uses these more sophisticated words to reflect the time period.
Possible Symbols on 2nd page (54) mentioned: The castle is constantly referred to using a similar pattern of diction referring to isolation such as seclusion, strong and lofty wall, gates of iron, welded the bolts. It is described in detail and mentioned many times how the castle isolates Prospero and his guests, so its most likely a symbol.
We will finish reading this story the next class. Make sure you have your packet with you.
Students reminded that Exit 8 will not be given more than 50% credit if submitted after 2/12. It was due 1/31 and is now 2 weeks past due. Exit slips cannot be turned in at any time, but should be submitted before the next Exit slip is given to students.
Copy new word. Words are different now, because only your 3rd and 6th block teacher are supposed to teach them. You will still take quizzes and only 5 words will be given per word set, rather than 20. This means it should be extra easy to pass quizzes now. We will no longer do the peer review, but students will need to learn from comments added to their papers by me and not continue to make the same mistakes. For example, If I say, not enough context clues, then the student should start using them.
43)Transgress (v.) Words 38-42, past due.
PREFIX: trans: through, across ROOT: gres: take steps, move around
Model: Some students seem to transgress often by constantly violating rules and procedures.
You write your own sentence using context clues.
R10-Makeup Quiz allowed for anyone absent the last class. They can take the quiz during reading or after school before the Thursday, following their absence.
Ms. Batten reviews inferences for pages 40-60. For 40-50 she reviews the main idea with the class: Johnny's mom meets Dan Needham on the train and introduces him to her family. Then on page 40 and 41, several inferences are reviewed with the class to make sure they aren't skipping over things that could be written on their chart. The class reviews the main idea for 51-60: Johnny' visits his wild, crazy cousins, who is feels comfortable with. Then on pg 52 and 53, inferences are reviewed with the class which could have been recorded for R8-R9. This is meant to especially help those who have struggled submitting R8 or R9 or who didn't do them properly.
Copy Exit 9-MORD (Masque of the Red Death)-16 pts. Due at end of reading, not this class.
1. What was Poe's purpose for writing M.O.R.D.? (2 pts) must be a complete sentence
2. Name 3 Gothic Elements present in this story. (Be specific) (3) must name specific story elements
3. Name 2 symbols and what they might represent. (4) Make sure you think on symbolic level
4. Explain the significance of the 7 rooms. Be sure to mention each room in your response. (7) You must
mention each room and its significance in your response
Take out R13-MORD Packet-Students directed to label packet as R13 MORD and to make a key on their packet for how to mark the text:
*words you don't know
~~~~~ under diction and repetition
box around symbols
Ms. Batten reminds students of the meaning of diction.
Diction: word choice. Words authors use on purpose, when there are other words they could have used. In gothic fiction, you will definately see a lot of gloomy, depressing words which are a part of that diction.
Ex: shack vs. cabin
If I was writing a scary story, I would be more likely to use shack.
If I was writing a pleasant story about my childhood vacation spot, I would be more likely to use cabin.
Ms. Batten reveals the meaning of symbolism and the ways to spot it in the text.
Symbolism: when something represents something larger than itself
How to spot it:
-repetition (sometimes symbols are objects or ideas that repeat)
-unusual placement or unusual name
-words that don't belong together (like if I said Mr. Samson was steaming smoke from his forehead.) Sometimes this reveals a metaphor instead of a symbol.
-patterns in diction (like if words all associate with a color, lightness, darkness or are related some how)
-long, drawn out, wordy descriptions. (For example, in Their Eyes Were Watching God, the chapter all about the street lamp. You hear about the lamp so much, it is obviously a symbol)
Students read the first page of packet, pg 53 and mark the text using the key Ms. Batten has given to them. Class discusses first page.
Diction on first page mentioned: pestilence, fatal, hideous, profuse, termination, dauntless, sagacious
For explanation of why marked, look at the 1st and 2nd line "No pestilence had ever been so fatal, or so hideous." pestilence is used to reveal this is a plague, disease, not just an illness. Fatal is used to show that it is deadly. The author could have said harmful there. Hideous is used because the symptoms of the disease are horrifying and disgusting.
Symbols on first page mentioned:
Prince Prospero: marked because its an unusual name for a person. People aren't named after adjectives.
Red: pattern in diction reflects words that are associated with the color such as Red, Blood, bleeding, scarlet
Diction on 2nd page (54) mentioned: seclusion, girdled, ingress, egress, appliances, Beauty, security
Explanation: Girdled is unusual to use with a wall, so its obviously used on purpose. Ingess and Egress means entry and exit, so he could have just used those words. He uses these more sophisticated words to reflect the time period.
Possible Symbols on 2nd page (54) mentioned: The castle is constantly referred to using a similar pattern of diction referring to isolation such as seclusion, strong and lofty wall, gates of iron, welded the bolts. It is described in detail and mentioned many times how the castle isolates Prospero and his guests, so its most likely a symbol.
We will finish reading this story the next class. Make sure you have your packet with you.
Students reminded that Exit 8 will not be given more than 50% credit if submitted after 2/12. It was due 1/31 and is now 2 weeks past due. Exit slips cannot be turned in at any time, but should be submitted before the next Exit slip is given to students.
2/11/13
2/8 English III
Read 15 minutes. A Prayer for Owen Meany. R11-R12-Inferences Due 2/19.
Ms. Batten finishes review of R10 cnotes, making sure to review each section before the quiz.
R10-Quiz-80% (quiz on Cnotes taken)-If absent, you must make up the quiz by the Thursday following your absence in the classroom during lunch, or after school. Students absent for quiz are not allowed to use their Cnotes and can prepare by taking their own notes from the 4 sections: p287 Gothic Fiction, transcedentalist, Gothic Short story p317 Strategies for Understanding Poe p318 Poe Early years
p319 Poe end If going to the online Holt book, the login is tparker806 and the password is braves
After quiz, work on reading entries R11-R12, or finishing R10 Cnotes.
R10-Cnotes-Poe/Gothic Fiction Cnotes-Due today. Make sure you answer the essential question and have 2 questions for each section, besides the one your group presented on.
R13-MORD packets (Masque of the Red Death)-distributed to all students present. Students asked to make sure they have them the next class.
Students reminded to return the student diagnostic alignment guide and answer sheet and complete calculations.
Expectations from students reviewed. Papers returned.
27 students have made it impossible to pass thus far because they didn't submit either assessment for this term, they only submitted one, which is the equivalent of 50%, or they are never in class. Students were encouraged to take charge of their own grade and stop making excuses for their lack of effort. Out of the 25 students who turn in the assessments, the majority, 18 have received 70% or above.
Students in 5th block watched Mini-Poe Biography. Both classes brainstormed current Gothic Tv shows and movies.
Ms. Batten finishes review of R10 cnotes, making sure to review each section before the quiz.
R10-Quiz-80% (quiz on Cnotes taken)-If absent, you must make up the quiz by the Thursday following your absence in the classroom during lunch, or after school. Students absent for quiz are not allowed to use their Cnotes and can prepare by taking their own notes from the 4 sections: p287 Gothic Fiction, transcedentalist, Gothic Short story p317 Strategies for Understanding Poe p318 Poe Early years
p319 Poe end If going to the online Holt book, the login is tparker806 and the password is braves
After quiz, work on reading entries R11-R12, or finishing R10 Cnotes.
R10-Cnotes-Poe/Gothic Fiction Cnotes-Due today. Make sure you answer the essential question and have 2 questions for each section, besides the one your group presented on.
R13-MORD packets (Masque of the Red Death)-distributed to all students present. Students asked to make sure they have them the next class.
Students reminded to return the student diagnostic alignment guide and answer sheet and complete calculations.
Expectations from students reviewed. Papers returned.
27 students have made it impossible to pass thus far because they didn't submit either assessment for this term, they only submitted one, which is the equivalent of 50%, or they are never in class. Students were encouraged to take charge of their own grade and stop making excuses for their lack of effort. Out of the 25 students who turn in the assessments, the majority, 18 have received 70% or above.
Students in 5th block watched Mini-Poe Biography. Both classes brainstormed current Gothic Tv shows and movies.
2/6/13
English III 2/6 Early Release
Reading 15 minutes-R 11-R12-Inferences.
Turn in words 38-42 today. Make sure they are in order.
Finish group jigsaws on R10-Poe/Gothic Fiction if needed. Continue to add to R10 Cnotes.
Add to notes from Batten's lecture.
4th (Gothic Fiction setting, common characters, common plots, mood, diction, short story, difference between transcedentalist and dark romantics/Gothic Fiction and symbolism reviewed in detail.)
5th (Gothic Fiction setting, common characters, common plots, mood, diction, short story, difference between transcedentalist and dark romantics/Gothic Fiction and symbolism reviewed in detail.) (Strategies for understanding Poe-extra strategy revealled)
R10 Poe/Gothic Fiction quiz-next class. -80%
Turn in words 38-42 today. Make sure they are in order.
Finish group jigsaws on R10-Poe/Gothic Fiction if needed. Continue to add to R10 Cnotes.
Add to notes from Batten's lecture.
4th (Gothic Fiction setting, common characters, common plots, mood, diction, short story, difference between transcedentalist and dark romantics/Gothic Fiction and symbolism reviewed in detail.)
5th (Gothic Fiction setting, common characters, common plots, mood, diction, short story, difference between transcedentalist and dark romantics/Gothic Fiction and symbolism reviewed in detail.) (Strategies for understanding Poe-extra strategy revealled)
R10 Poe/Gothic Fiction quiz-next class. -80%
2/4/13
1/31-2/4 B Day
1/31
Read 20 minutes, A Prayer for Owen Meany. Remember R8-R9-Inferences (part of your 80% assessments) is Due today. If late, 2 points will be deducted for each class day not submitted.
Turn in R8-R9 Inferences-Due Today
41. susceptible- (add to M&M assignment 38-42)
prefix: sus: under, up from root: cep: to take, catch, hold, receive suffix: able: able, forms adj
definition: liable to be afflicted by, easily impressed emotionally, vulnerable, defenseless
Model: Students who don't come to class, are habitually tardy and who don't listen, leave themselves susceptible to failing grades.
Do: Your own sentence and have a peer review.
R10-Poe/Gothic Fiction Cnotes- groups finish preparing jigsaw assignments for presentations. The bolded groups below presented this class. The non-bolded students, will present the next class. If absent for your group presentation, you can present your material upon your return or if after we are finished, write down on a piece of paper what you would have presented and how you planned to present it to the class in a creative manner.
From Holt Book-
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique-asked to re-present next class) (Ian, Ray, Carl, Xaynah)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole) (Josh, Trey, Harvey, Shawn)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Roberto, Cody
R10-Poe/Gothic Fiction Cnotes-While groups present, students are to take Cnotes. For each group, on the left, they should put the page number and heading for each group jigsaw and 2 questions that pop in their head during the presentations or that would make good exit slip questions on that section. On the right side, they should take detailed notes on what each group presents. If absent or you don't feel you have enough notes, go to the online holt book and take notes on each groups section on your own. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
Make sure you take detailed notes, as you will be taking a quiz on everything presented to you. This quiz will be part of your 80% assessment grade.
Exit 8-is past due and is late if you haven't yet submitted it. Be sure to turn it in, however, as it counts toward your 80-% assessments.
2/4
Reading 20 minutes A Prayer for Owen Meany-R11-R12-Inferences-(counts toward 80%)-
Due 2/19. If you didn't submit R8-R9 which was due 1/31, remember you lose 2 points each day you are late. If late, please submit that today, to avoid losing more points.
42. adjudicate: v (add to M&M 38-42, and submit completed words today or Wed. Feb. 6)
prefix: ad: toward root: jud/judge: to declare to be, to interpret law, to decide suffix: ate: forms
adj,nouns,verbs
definition: to settle or determine and issue and give a formal decision, to judge
Model: Sometimes a mediator is asked to adjudicate disputes before they make it to the courtroom.
Do: Your own sentence, and have a peer review.
Remember words 38-42 are due today or Wed, Feb. 6. Your M&M quiz is Feb. 6 in 6th block. If you teacher doesn't give you the quiz and you want to take it, see me. Extra credit given for each point over 80.
Extra time given today to make sure all words have sentences and peer reviews.
Remember: Owen Meany book can be purchased and brought in for your use for 25 extra credit points.
Group Jigsaws for R10-Poe/Gothic Fiction Cnotes-continue.
directions reexplained-Groups are to put heading, pg # and 2 questions for each group on the left and notes, an extra space for Ms. Batten's addition to notes on right. Draw a line after each jigsaw to separate into 4 parts.
Groups bolded below presented this day. If absent for presentations, go to online holt book and take notes from the sections you missed. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
From Holt Book
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Shayla Roberto, Cody)
R10-Poe/Gothic Fiction Cnotes-While groups present, students are to take Cnotes. For each group, on the left, they should put the page number and heading for each group jigsaw and 2 questions that pop in their head during the presentations or that would make good exit slip questions on that section. On the right side, they should take detailed notes on what each group presents. If absent or you don't feel you have enough notes, go to the online holt book and take notes on each groups section on your own. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
Make sure you take detailed notes, as you will be taking a quiz on everything presented to you. This quiz will be part of your 80% assessment grade.
Ms. Batten will review each groups jigsaw the next class, and add to their notes. Students will take a quiz which will count toward the 80% assessment grade the next class, after this review.
Read 20 minutes, A Prayer for Owen Meany. Remember R8-R9-Inferences (part of your 80% assessments) is Due today. If late, 2 points will be deducted for each class day not submitted.
Turn in R8-R9 Inferences-Due Today
41. susceptible- (add to M&M assignment 38-42)
prefix: sus: under, up from root: cep: to take, catch, hold, receive suffix: able: able, forms adj
definition: liable to be afflicted by, easily impressed emotionally, vulnerable, defenseless
Model: Students who don't come to class, are habitually tardy and who don't listen, leave themselves susceptible to failing grades.
Do: Your own sentence and have a peer review.
R10-Poe/Gothic Fiction Cnotes- groups finish preparing jigsaw assignments for presentations. The bolded groups below presented this class. The non-bolded students, will present the next class. If absent for your group presentation, you can present your material upon your return or if after we are finished, write down on a piece of paper what you would have presented and how you planned to present it to the class in a creative manner.
From Holt Book-
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique-asked to re-present next class) (Ian, Ray, Carl, Xaynah)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole) (Josh, Trey, Harvey, Shawn)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Roberto, Cody
R10-Poe/Gothic Fiction Cnotes-While groups present, students are to take Cnotes. For each group, on the left, they should put the page number and heading for each group jigsaw and 2 questions that pop in their head during the presentations or that would make good exit slip questions on that section. On the right side, they should take detailed notes on what each group presents. If absent or you don't feel you have enough notes, go to the online holt book and take notes on each groups section on your own. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
Make sure you take detailed notes, as you will be taking a quiz on everything presented to you. This quiz will be part of your 80% assessment grade.
Exit 8-is past due and is late if you haven't yet submitted it. Be sure to turn it in, however, as it counts toward your 80-% assessments.
2/4
Reading 20 minutes A Prayer for Owen Meany-R11-R12-Inferences-(counts toward 80%)-
Due 2/19. If you didn't submit R8-R9 which was due 1/31, remember you lose 2 points each day you are late. If late, please submit that today, to avoid losing more points.
42. adjudicate: v (add to M&M 38-42, and submit completed words today or Wed. Feb. 6)
prefix: ad: toward root: jud/judge: to declare to be, to interpret law, to decide suffix: ate: forms
adj,nouns,verbs
definition: to settle or determine and issue and give a formal decision, to judge
Model: Sometimes a mediator is asked to adjudicate disputes before they make it to the courtroom.
Do: Your own sentence, and have a peer review.
Remember words 38-42 are due today or Wed, Feb. 6. Your M&M quiz is Feb. 6 in 6th block. If you teacher doesn't give you the quiz and you want to take it, see me. Extra credit given for each point over 80.
Extra time given today to make sure all words have sentences and peer reviews.
Remember: Owen Meany book can be purchased and brought in for your use for 25 extra credit points.
Group Jigsaws for R10-Poe/Gothic Fiction Cnotes-continue.
directions reexplained-Groups are to put heading, pg # and 2 questions for each group on the left and notes, an extra space for Ms. Batten's addition to notes on right. Draw a line after each jigsaw to separate into 4 parts.
Groups bolded below presented this day. If absent for presentations, go to online holt book and take notes from the sections you missed. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
From Holt Book
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Shayla Roberto, Cody)
R10-Poe/Gothic Fiction Cnotes-While groups present, students are to take Cnotes. For each group, on the left, they should put the page number and heading for each group jigsaw and 2 questions that pop in their head during the presentations or that would make good exit slip questions on that section. On the right side, they should take detailed notes on what each group presents. If absent or you don't feel you have enough notes, go to the online holt book and take notes on each groups section on your own. Remember login: tparker806 Password: braves Click on orange book and type page numbers at the top.
Make sure you take detailed notes, as you will be taking a quiz on everything presented to you. This quiz will be part of your 80% assessment grade.
Ms. Batten will review each groups jigsaw the next class, and add to their notes. Students will take a quiz which will count toward the 80% assessment grade the next class, after this review.
1/30/13
English III 1/25-1/29
1/25
Start with silent reading 20 minutes, A Prayer for Owen Meany. R8-R9-Inferences-80% Due 1/31.
39. contentious (adj)
prefix: cont/com: with, together root: tent: to stretch, strain suffix: ous: forms adj, means full of
Model: This year, American Idol has a contentious panel which centers on ongoing acerbic comments between Nicki Minaj and Mariah Carey.
definition: friendly, agreeable
Write your own sentence, using context clues and have a peer review.
R7-Inference Cnotes-past due.
Exit 8-Inferences: (8 pts)
1)Explain what an inference is in your own words. (1)
2)Why would it be incorrect to use "I predict" as the key words before each inference? (2)
3)Why is it necessary to use key words for all inferences? (2)
4)How could it be misleading if a student didn't write the start and end page for each entry? (1)
5)Describe the summary which is at the end of each entry and what students shouldn't do at the beginning of summary. (2)
Ms. Batten reviews each question and what she is expecting for each question for full credit.
Prepare for group Ra Ta Ta
pg 33-34, Kwenessia's group, Tyler's group
35-37 Victoria's group, Xaynah's group
38-39 Terrell's group, Nate's group
40-41 Domonique's group, Brandi's group
4th block: Assembly-Will present next class Ra Ta Ta
5th block: presents Ra Ta Ta
Remember to return Diagnostic Alignment Guide.
1/29
Start with 20 minutes, silent reading, APOM. R8-R9-Inferences-80% Due 1/31
40. convivial-adj
Prefix: con: with, together root: viv: to live suffix: al: forms adj or nouns, means pertaining to
Model: The convivial atmosphere of the yearbook classroom was evident in smiling students helping one another and laughing at each others' jokes.
Write your own sentence using context and have a peer review.
Students given time to work on Exit 8. Ms. Batten reviews each question again, explaining what she expects when answering each question for full credit. Exit 8 Due today for full credit.
4th: Presents Ra Ta Ta
Jigsaw: Edgar Allen Poe and Gothic Fiction. Each group must come up with a plan for how they will split up the information to present the next class.
Setup R10 Poe/Gothic Fiction-C notes
EQ: What are the elements of Gothic Fiction?
Take notes while you are researching your topic. Other notes will be taken when groups present.
From Holt Book
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique) (Ian, Ray, Carl, Xaynah)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole) (Josh, Trey, Harvey, Shawn)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Roberto, Cody
Persuasive Speech Eval- Students wishing to add more credit to their persuasive speech can evaluate themselves and write 2 paragraphs about what they would do differently if given the opportunity to present again. This can be submitted for extra points, but should refer to logos, pathos and ethos used.
Start with silent reading 20 minutes, A Prayer for Owen Meany. R8-R9-Inferences-80% Due 1/31.
39. contentious (adj)
prefix: cont/com: with, together root: tent: to stretch, strain suffix: ous: forms adj, means full of
Model: This year, American Idol has a contentious panel which centers on ongoing acerbic comments between Nicki Minaj and Mariah Carey.
definition: friendly, agreeable
Write your own sentence, using context clues and have a peer review.
R7-Inference Cnotes-past due.
Exit 8-Inferences: (8 pts)
1)Explain what an inference is in your own words. (1)
2)Why would it be incorrect to use "I predict" as the key words before each inference? (2)
3)Why is it necessary to use key words for all inferences? (2)
4)How could it be misleading if a student didn't write the start and end page for each entry? (1)
5)Describe the summary which is at the end of each entry and what students shouldn't do at the beginning of summary. (2)
Ms. Batten reviews each question and what she is expecting for each question for full credit.
Prepare for group Ra Ta Ta
pg 33-34, Kwenessia's group, Tyler's group
35-37 Victoria's group, Xaynah's group
38-39 Terrell's group, Nate's group
40-41 Domonique's group, Brandi's group
4th block: Assembly-Will present next class Ra Ta Ta
5th block: presents Ra Ta Ta
Remember to return Diagnostic Alignment Guide.
1/29
Start with 20 minutes, silent reading, APOM. R8-R9-Inferences-80% Due 1/31
40. convivial-adj
Prefix: con: with, together root: viv: to live suffix: al: forms adj or nouns, means pertaining to
Model: The convivial atmosphere of the yearbook classroom was evident in smiling students helping one another and laughing at each others' jokes.
Write your own sentence using context and have a peer review.
Students given time to work on Exit 8. Ms. Batten reviews each question again, explaining what she expects when answering each question for full credit. Exit 8 Due today for full credit.
4th: Presents Ra Ta Ta
Jigsaw: Edgar Allen Poe and Gothic Fiction. Each group must come up with a plan for how they will split up the information to present the next class.
Setup R10 Poe/Gothic Fiction-C notes
EQ: What are the elements of Gothic Fiction?
Take notes while you are researching your topic. Other notes will be taken when groups present.
From Holt Book
-Gothic Fiction pg 287 characteristics, novel, common setting, short story, transcendentalist
(Kwenessia, Alex, Dominique) (Ian, Ray, Carl, Xaynah)
-Strategies for Understanding Poe p317 (Tanaysha,Rajym, Victoria,Nicole) (Josh, Trey, Harvey, Shawn)
-Poe, Dark Beginnings/Breaking Away p318 (Terrell, Edwin,Denis, Kalise)
(Tyler, Akiya, Brandi, Julian, Nate)
-Poe, Exploring Depths/Triumphs/Tragedy p319 (Morgan, Barry, Kaos)(Andre, Tracy, Roberto, Cody
Persuasive Speech Eval- Students wishing to add more credit to their persuasive speech can evaluate themselves and write 2 paragraphs about what they would do differently if given the opportunity to present again. This can be submitted for extra points, but should refer to logos, pathos and ethos used.
1/23/13
1/23 English III
Remember to turn in M&M words 33-37.
Start new set, with word 38. interject.
Prefix: inter: among, between root: ject: to throw suffix: x
Model: According to most classroom rules, students should not interject during lecture unless they've raised their hand and been called on.
interject: to interrupt, can be rudely or politely
Do own sentence, using context and have a peer review.
Start class with silent reading of A Prayer for Owen Meany-20 minutes.
Class briefly reviews how to do reading entries, before starting.
Inferences-reviewed
Batten walks around and conferences with each student about reading entry, helping students struggling with finding inferences.
After 20 minutes of reading, students should take out R7-Inference Cnotes, and finish their 4 questions on the left side. They need to come up with questions that could potentially be on an exit slip. The questions must be different levels, but there is no specification for how many from each level. The questions can relate to inferences and also reading entry setup, Ra Ta Ta or reading requirements. Before submitting R7 Cnotes, students should answer the EQ in 3 to 4 sentences: How does making inferences help the reader understand purpose and main idea? R7-Inference Cnotes-due today. If turned in after today, they will be late and points will be deducted.
Remember R8-R9 are due 1/31. Students should come in and immediately start reading, during the next class.
Students reminded to submit their Diagnostic alignment guide, test, and answer sheet.
Start new set, with word 38. interject.
Prefix: inter: among, between root: ject: to throw suffix: x
Model: According to most classroom rules, students should not interject during lecture unless they've raised their hand and been called on.
interject: to interrupt, can be rudely or politely
Do own sentence, using context and have a peer review.
Start class with silent reading of A Prayer for Owen Meany-20 minutes.
Class briefly reviews how to do reading entries, before starting.
Inferences-reviewed
- Inference: assume what will happen, what currently is happening, or what already happened (not directly stated by author)
- Do not infer what is directly stated. Example. "Its 40 degrees" I infer its cold (obviously its cold)
- Only 1 sentence summary-main idea-for each entry (10 pages long).
- For each entry-must have 5 inference notes
- Extra column-put clues or tell why you assumed, use as much as you can but do not force use
- in strategy column use key words such as: I infer, I guess, I think, I predict. Perhaps.. Maybe.
Batten walks around and conferences with each student about reading entry, helping students struggling with finding inferences.
After 20 minutes of reading, students should take out R7-Inference Cnotes, and finish their 4 questions on the left side. They need to come up with questions that could potentially be on an exit slip. The questions must be different levels, but there is no specification for how many from each level. The questions can relate to inferences and also reading entry setup, Ra Ta Ta or reading requirements. Before submitting R7 Cnotes, students should answer the EQ in 3 to 4 sentences: How does making inferences help the reader understand purpose and main idea? R7-Inference Cnotes-due today. If turned in after today, they will be late and points will be deducted.
Remember R8-R9 are due 1/31. Students should come in and immediately start reading, during the next class.
Students reminded to submit their Diagnostic alignment guide, test, and answer sheet.
1/17 English III
- 37) Artifice:
- Prefix: Art: field using skill, technique root: facere/fic: to do
- Model: The student's artifice was apparent by his hidden headphones and inability to answer questions reflecting he was listening.
- artifice: false or insincere behavior, deception, trickery
- Come up with your own sentence, using context and have a peer review your sentence. 2) Save presentations now to Batten's computer. Today last day to present.3) Moving Forward. Students need to listen, they can take notes, but don’t have to. All students will be asked questions immediately following;· Student Affect: Your letting your lack of confidence, past experiences determine your success· You are still resisting rigor-I've shown you the statistics, I’ve shown you what professors say, I’ve shown you what college students say, yet you still resist anything challenging and want things to be super easy-step it up please· Versatile-must juggle- Purpose of portfolio to keep you organized- a lot of you that is your problem. You can’t answer Exit 5, because you lost your R4 Cnotes, you can’t do exit 6, because you lost your expectation cnotes, you can’t do the compare contrast essay, because you lost your W1 Cnotes. Learn how to juggle between assignments during one class period, by organizing them in portfolio.· Everything builds in here-Essay for example- We read stories first (some of you didn’t do that), we thoroughly went over Compare/Contrast, comparing two reality shows, I walked you through the essay process in detail, 1 day spent just on thesis, another day on intro, another day on support, another day on conclusion. I gave you a model essay to use, rubric, outline.There was no valid reason for not submitting the essay, yet a lot of you didn't.· You're Habitually absent· Habitually tardy· Not listening-For example, during lecture when I give answers to exit slips· Not taking Cnotes-again, answers to exit slips are revealed during Cnote process· You receive multiple strategies, resources for assignments, projects and don’t take advantage. Waste time given. Presentations, for example, time in class to prepare, were assigned early December, projects moved to January, a week after we got back from break. Walked you through Cnotes for 4 classes, had you do questions immediately afterward, Gave you a persuasive packet, making sure to tell you to use it, read it, and it was 25% of your grade. A lot of you, didn’t do presentations, a lot of you never even looked at the packet, most of you didn’t turn in the cnotes.· You're not using Battensclasess.blogspot.com You ask questions like: What is exit 5, I wasn’t here for the expectation cnotes, what did I miss. Its all on the site.· Tutoring Tues/Thurs, during lunch, only a few of you take advantage of this. Some of you come once, and never come back· You don’t know rules and procedures and you come in every day like its your first. You waste class time because you don’t know things that you should have known since the first week, like how to leave class, what happens if your absent for a presentation/project, How to participate in class, 80% of grade assessments-wasting time on 20% assignments· Extra Credit-Owen Meany book is 25 points, you were allowed to recycle exit slips, redo assignments. From now on exit slips-only 1 question can be fixed· Explain 80% grade-Only 6 assignments were your assessment grade. If you didn't turn in one or more of those assessments, you negatively affected your grade. Some of you didn't turn in any assessments, so the highest grade you could have received was a 20% for participation assignments.4) Batten Ra Ta Ta/ Student Ra Ta Ta R7 Inferences continued. Ms. Batten teaches how to do the reading entry for inferences. Students should add to their R7-Inference notes. On the left side of notes, students are to come up with 4 possible Exit 8 Questions. They must be different levels.· Problems reviewed- students not reading, don’t know character names, in main idea say something that only happened briefly in 10 pages, but isn’t really the main idea, start with: In these 10 pages I read· Ra Ta Ta reviewed, start with summary, set reader up for what you'll read, wait for them to find-but not forever, explain your thinking-don’t just read
1/16/13
1/15 English III
There will be no after school tutoring today. Students who have been to tutoring this term can come Wednesday or Thursday after school in regards to their grade.
Presentations will be on this grading term. Students who didn’t present on their assigned date, which they knew about for 1 month, have only 1 more chance. They can present this Thursday, during class, but they must come to class prepared. Students will not have time in class to prepare. Presentations will be done on a first come, first serve basis.
Today: Prepare group RA TA TA, which will be presented Thursday.
Stay in your same Ra Ta Ta group from the other day. Remember leaders will not be speaking but will be evaluated on how their group performs. If a leader is absent today, someone else step up and be leader. Anyone absent the last class can ask permission to join a group from a group leader.
Assignments: 4th block: Victoria’s group pg 35-37. Kwenessia’s group pg 33-34, Domonique’s group pg 40-41, Terrell’s group pgs 38-39. Must present 5 quotes and sentence summary of pages assigned. Each person but leader must speak during Ra Ta Ta.
5th block: Brandi/Shayla’s group pgs 40-41, Xaynah’s group 35-37, Tyler’s group 33-34, Nate’s group 38-39. Must present 5 quotes and sentence summary of pages assigned. Each person but leader must speak during Ra Ta Ta.
Example Entry:
Inferences: guess something not directly stated by author
Use key words: I predict, I guess, I infer, I think
R8-R9-Inferences pgs 40-60 Due 1/31/80%
Inferences APOM by Irving
Pg/ Quote / Inference /Extra
31 "someone's life over." I predict this game is
where his mom dies
31 "he kept track" I assume Owen has OCD he also keeps his baseball
cards organized
31 "intriguing object of their interest" I predict they are looking Yes, everyone thinks shes
at Johnny's mom attractive
32 "standing..past third base." I think she will get hit Why would someone not
with a baseball. watching stand by 3rd base?
32 "But this day..hit away kid." I predict Owen This day is different for Owen
will accidentally for some significance.
hit Johnny's mom while
at bat.
Read 10 pages, put pg started and stopped, and write a 1 sentence summary.
1/11/13
1/11 English III
Tutoring cancelled today after school. For those of you who have come to tutoring this term, you are permitted to come Tuesday and Thursday next week to pull up your grade this term, if needed.
36. versatile adj
root vers: to turn
suffix: ate: forms adj
suffix: il: forms adj and nouns
infer meaning from the following sentence:
Students must be versatile and should be capable of completing multiple tasks such as reading, writing and high level thinking, on a daily basis.
actual meaning: capable of multi-tasking or doing more than one thing successfully at one time
Do your own sentence and have a peer review
Presentation Evaluations continue. You do not have to do for this class if you weren't here for presenations.
Presenations-students evaluate presenters. Submit today.
Take out R3 Independent Reading Notes.
Student leaders-chosen to tutor the students who don't have notes or don't remember how to take them.
Students without notes are to take out their notes and put for the
EQ: How do I successfully complete a reading entry?
Topic: reading logs
Take notes on the right for how to complete entries (only for non-tutors)
I won't have tutoring today. I have bronchitis and really don't feel well enough to stay. But I plan to update grades over the weekend. If Josh, needs to recover his grade he can come to tutoring next week and can submit work still, since he has been coming to tutoring.
On the left write questions you think I will ask you to make sure you understand how to do this. You will be teaching a Ra Ta Ta the next class. You will be given instructions and time to complete.
1st block Ra Ta Ta performed by Batten. To be finished next class.
36. versatile adj
root vers: to turn
suffix: ate: forms adj
suffix: il: forms adj and nouns
infer meaning from the following sentence:
Students must be versatile and should be capable of completing multiple tasks such as reading, writing and high level thinking, on a daily basis.
actual meaning: capable of multi-tasking or doing more than one thing successfully at one time
Do your own sentence and have a peer review
Presentation Evaluations continue. You do not have to do for this class if you weren't here for presenations.
Presenations-students evaluate presenters. Submit today.
Take out R3 Independent Reading Notes.
Student leaders-chosen to tutor the students who don't have notes or don't remember how to take them.
Students without notes are to take out their notes and put for the
EQ: How do I successfully complete a reading entry?
Topic: reading logs
Take notes on the right for how to complete entries (only for non-tutors)
I won't have tutoring today. I have bronchitis and really don't feel well enough to stay. But I plan to update grades over the weekend. If Josh, needs to recover his grade he can come to tutoring next week and can submit work still, since he has been coming to tutoring.
On the left write questions you think I will ask you to make sure you understand how to do this. You will be teaching a Ra Ta Ta the next class. You will be given instructions and time to complete.
1st block Ra Ta Ta performed by Batten. To be finished next class.
1/9/13
1/9 English III (ER)
M&M 33. deferential- adj
34. credulous- adj
35. conduit-n
Copy chart:
33. prefix: de: out of root: fer: to bear, carry suffix: al: pertaining to
34. prefix x root: cred: to belive suffix: ous: forms adj
35. con: together root: duc: to lead suffix: x
Infer definitions from the following models:
33. He showed his grandma deferential treatment over his brother, out of respect for her age and wisdom.
34. To automatically believe someone's argument as credulous without them providing logos and pathos, would be foolish.
35. He used his straw as a conduit to drink the thick shake.
Definitions for each word reviewed as a class.
deferential: showing or expressing respect, courteous
credulous: gullible, willing to believe without proper evidence
conduit: a natural or artificial tube or channel through which something fluid, liquid travels.
Write your own sentence, using context clues for each of the words. Have a peer review. Ms. Batten comes to verify peers have reviewed the word accurately. Remember a circle around their name means they aren't taking the time to give you proper feedback or they don't know how to use the words. Don't keep using someone whose name is continually circled for reviews.
Presentations (Continue Evaluations-Remember to submit Evaluations at the end of each class day)
Personal Reflection-Each group/presenter will be submitting a personal reflection after presentations. They will receive a list of comments from classmates and their grade from the teacher and will evaluate themselves on logos, pathos, ethos and speak of any changes they would make if presenting in the future.
Data Folders Students add to data folders, diagnostic mastery done in November.Students told to turn in today or next class.
APOM: Students reminded we will start reading A Prayer For Owen Meany again on Friday. They should bring their own copy of the book if they have one or the book they checked out. We will work on inferences, the next class.
Comprehension checks Reviewed. Student reminded that the thumbs up, out, down are universal signs in this class for any question I direct to them, such as: Do you understand: I'm not close-up A little-thumbs out Not at all: down Do you need more time: Yes-Up Almost Done: thumbs out I'm done: Thumbs out
Show me you're listening Thumbs up: Yes Thumbs out: I missed something you just said Nothing: not paying attention
Students reminded that if absent for a presentation or here but not prepared, that 25 points is deducted from the possible grade, meaning the highest grade to receive would be a C. Also student told to make sure they have their presentation ready, so that when I have time in class to fit in late presentations, they are prepared. They should bring their project to me at the beginning of class, and be the first one with their hand up when I ask who wants to present today.
34. credulous- adj
35. conduit-n
Copy chart:
33. prefix: de: out of root: fer: to bear, carry suffix: al: pertaining to
34. prefix x root: cred: to belive suffix: ous: forms adj
35. con: together root: duc: to lead suffix: x
Infer definitions from the following models:
33. He showed his grandma deferential treatment over his brother, out of respect for her age and wisdom.
34. To automatically believe someone's argument as credulous without them providing logos and pathos, would be foolish.
35. He used his straw as a conduit to drink the thick shake.
Definitions for each word reviewed as a class.
deferential: showing or expressing respect, courteous
credulous: gullible, willing to believe without proper evidence
conduit: a natural or artificial tube or channel through which something fluid, liquid travels.
Write your own sentence, using context clues for each of the words. Have a peer review. Ms. Batten comes to verify peers have reviewed the word accurately. Remember a circle around their name means they aren't taking the time to give you proper feedback or they don't know how to use the words. Don't keep using someone whose name is continually circled for reviews.
Presentations (Continue Evaluations-Remember to submit Evaluations at the end of each class day)
Personal Reflection-Each group/presenter will be submitting a personal reflection after presentations. They will receive a list of comments from classmates and their grade from the teacher and will evaluate themselves on logos, pathos, ethos and speak of any changes they would make if presenting in the future.
Data Folders Students add to data folders, diagnostic mastery done in November.Students told to turn in today or next class.
APOM: Students reminded we will start reading A Prayer For Owen Meany again on Friday. They should bring their own copy of the book if they have one or the book they checked out. We will work on inferences, the next class.
Comprehension checks Reviewed. Student reminded that the thumbs up, out, down are universal signs in this class for any question I direct to them, such as: Do you understand: I'm not close-up A little-thumbs out Not at all: down Do you need more time: Yes-Up Almost Done: thumbs out I'm done: Thumbs out
Show me you're listening Thumbs up: Yes Thumbs out: I missed something you just said Nothing: not paying attention
Students reminded that if absent for a presentation or here but not prepared, that 25 points is deducted from the possible grade, meaning the highest grade to receive would be a C. Also student told to make sure they have their presentation ready, so that when I have time in class to fit in late presentations, they are prepared. They should bring their project to me at the beginning of class, and be the first one with their hand up when I ask who wants to present today.
1/7 English III
Group Presentations
Groups/Presenters submit PowerPoint to Ms. Batten at the beginning of class and make sure everything works.
While each group presents, you must evaluate them.
On a piece of paper, put your name and Group Eval/Presentations in the top right corner
For each group that presents, you will write:
Group Names: ____________________________________________________________
Topic (What they are trying to persuade you of.) ___________________________________
Ethos: Commentary (must put 2 separate comments) and Grade (3, 2, 1, 0)
Logos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
Pathos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
For commentary and grading, use the rubric that has been provided to you. Ms. Batten hands out rubrics to anyone who hasn't brought theirs to class, to use while evaluating.
Students must turn in their Evaluations each day for credit. Absent students do not have to make this up for the presentations they weren't present for.
For the remainder of class students can conference with Ms. Batten and/or work on their projects if presenting another day this week.
Groups/Presenters submit PowerPoint to Ms. Batten at the beginning of class and make sure everything works.
While each group presents, you must evaluate them.
On a piece of paper, put your name and Group Eval/Presentations in the top right corner
For each group that presents, you will write:
Group Names: ____________________________________________________________
Topic (What they are trying to persuade you of.) ___________________________________
Ethos: Commentary (must put 2 separate comments) and Grade (3, 2, 1, 0)
Logos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
Pathos: Commentary (must put 2 separate comments) and Grade (3,2,1, 0)
For commentary and grading, use the rubric that has been provided to you. Ms. Batten hands out rubrics to anyone who hasn't brought theirs to class, to use while evaluating.
Students must turn in their Evaluations each day for credit. Absent students do not have to make this up for the presentations they weren't present for.
For the remainder of class students can conference with Ms. Batten and/or work on their projects if presenting another day this week.
1/3 English III
Reminder turn in M&M words 28-32.
Presentations are Monday 1/7, Wednesday 1/9, and Friday 1/11
Do not forget on the day of your presentation to turn in
W3-Persuasive Speech
-W3-Persuasive Contes (25 points)- Remember we took notes on logos, pathos, ethos, completed charts on all 3 and came up with level 1 and 2 questions for each section. You also were supposed to come up with 1 level 3 question for all of your notes. Don't forget to answer the EQ: Essential Question.
-Blank Rubric (can be the ones we've used in class or the one from your packet)
-Visual (Powerpoint, Display Board)
-Persuasive Packet/Outline-Follow directions on packet and half sheet given with research tips. Fill out packet completely before presenting. It walks you through your presentation. Also see the model outline for how to complete if you need help.
Each group practices Ethos with their group partner or another group. While practicing, their peer or fellow group must evaluate them using the following:
Ethos: Evaluation (10 points) Record on own paper
1)Dress: Discuss what each of you plans to wear for your presentation. Evaluator to put a comment only regarding how effective they feel your choice of outfit.
2)Hand gestures, posture, facial expression: Each group/member is to practice using natural gestures, expressions and standing body posture while comparing McDonalds to Burger King. Evaluator is to document their commentary on how effective they feel you are at all 3 and improvements you need to make.
3) Note cards: Each group member is to reveal or discuss their plan for using note cards or memorizing speech. Evaluator is to document their commentary on how effective they feel the plan is and any improvements needed to ensure person is not dependent on power-point or notes.
4)Eye contact: Each group/member is to practice use of eye contact while repeating what they said about the 2 fast food restaurants, which incorporates the entire class and isn't awkward. Evaluator is to document their commentary on how effective they feel eye contact was and any improvements that need to be made.
5)Speaking Voice: Each group/member is to practice using a clear and audible speaking voice, changes in tone when appropriate and at a speed that is understandable. They will do this while repeating what they already said about the two fast food restaurants. Evaluator is to document their commentary on how effective they feel the speaker, their tone, their pace and any improvements they feel need to be made.
6)Sources Cited: Each group/member will discuss the sources they've found so far for their project. Evaluator is to document their commentary on how reliable they feel each source is and any sources which should be changed or eliminated before presenting. Citationmachine.net mentioned again for students to use for citing sources.
7) Everything together: Each group/member will practice hand gestures, standing posture, facial expression, eye contact, speaking voice volume, tone, speed of voice and use of proper English while discussing their opinion on their actual topic.
Evaluator is to document their commentary on how effective they feel speaker is at incorporating all ethos aspects together and provide suggestions for improvement.
- Groups directed to turn in Ethos Evals this class in basket or in the library.
-Ms. Batten review entire rubric and reminds students they will be graded using this rubric on the day of their presentation.
-Ms. Batten reviews persuasive packet with class again and stresses how important it is to complete the packet and use it as a guide for your speech.
Groups given more time in library to research.
To present:
1/7 Monday
4th
Rajym 40 Pro
Edwin/Barry 12 con
Kwenessia/Alex 9 con
Manny/Shaneyvian 33 pro
Tanaysha/Nicole 48 pro
Kaos 16 Pro
Terell/Jordan 18 con
5th
Curtis/Carl 43 Pro
Trey 12 Pro
Xaynah 27 Pro
Tyler 40 con
Shayla cell phones con
Juliano 33 pro
Jordann 4 con
1/9 Wednesday
4th
Eddie 42 con
Morgan 27 Pro
Nate 12 con
Klaus/Denis 17 con
Ru'Deisha 22 pro
5th
Adrian 47 pro
Nate/Brandi 11 con
Tracy/Andre 15 con
Josh/Akiya 38 pro
1/11 Friday
4th
Victoria 23 pro
Domonique 16 con
5th
Harvey 11 pro
Shawn/Tyler(re) 17 pro
Cody/Ray 2 pro
Chrissy 20 con
Roberto/Ian 14 con
Presentations are Monday 1/7, Wednesday 1/9, and Friday 1/11
Do not forget on the day of your presentation to turn in
W3-Persuasive Speech
-W3-Persuasive Contes (25 points)- Remember we took notes on logos, pathos, ethos, completed charts on all 3 and came up with level 1 and 2 questions for each section. You also were supposed to come up with 1 level 3 question for all of your notes. Don't forget to answer the EQ: Essential Question.
-Blank Rubric (can be the ones we've used in class or the one from your packet)
-Visual (Powerpoint, Display Board)
-Persuasive Packet/Outline-Follow directions on packet and half sheet given with research tips. Fill out packet completely before presenting. It walks you through your presentation. Also see the model outline for how to complete if you need help.
Each group practices Ethos with their group partner or another group. While practicing, their peer or fellow group must evaluate them using the following:
Ethos: Evaluation (10 points) Record on own paper
1)Dress: Discuss what each of you plans to wear for your presentation. Evaluator to put a comment only regarding how effective they feel your choice of outfit.
2)Hand gestures, posture, facial expression: Each group/member is to practice using natural gestures, expressions and standing body posture while comparing McDonalds to Burger King. Evaluator is to document their commentary on how effective they feel you are at all 3 and improvements you need to make.
3) Note cards: Each group member is to reveal or discuss their plan for using note cards or memorizing speech. Evaluator is to document their commentary on how effective they feel the plan is and any improvements needed to ensure person is not dependent on power-point or notes.
4)Eye contact: Each group/member is to practice use of eye contact while repeating what they said about the 2 fast food restaurants, which incorporates the entire class and isn't awkward. Evaluator is to document their commentary on how effective they feel eye contact was and any improvements that need to be made.
5)Speaking Voice: Each group/member is to practice using a clear and audible speaking voice, changes in tone when appropriate and at a speed that is understandable. They will do this while repeating what they already said about the two fast food restaurants. Evaluator is to document their commentary on how effective they feel the speaker, their tone, their pace and any improvements they feel need to be made.
6)Sources Cited: Each group/member will discuss the sources they've found so far for their project. Evaluator is to document their commentary on how reliable they feel each source is and any sources which should be changed or eliminated before presenting. Citationmachine.net mentioned again for students to use for citing sources.
7) Everything together: Each group/member will practice hand gestures, standing posture, facial expression, eye contact, speaking voice volume, tone, speed of voice and use of proper English while discussing their opinion on their actual topic.
Evaluator is to document their commentary on how effective they feel speaker is at incorporating all ethos aspects together and provide suggestions for improvement.
- Groups directed to turn in Ethos Evals this class in basket or in the library.
-Ms. Batten review entire rubric and reminds students they will be graded using this rubric on the day of their presentation.
-Ms. Batten reviews persuasive packet with class again and stresses how important it is to complete the packet and use it as a guide for your speech.
Groups given more time in library to research.
To present:
1/7 Monday
4th
Rajym 40 Pro
Edwin/Barry 12 con
Kwenessia/Alex 9 con
Manny/Shaneyvian 33 pro
Tanaysha/Nicole 48 pro
Kaos 16 Pro
Terell/Jordan 18 con
5th
Curtis/Carl 43 Pro
Trey 12 Pro
Xaynah 27 Pro
Tyler 40 con
Shayla cell phones con
Juliano 33 pro
Jordann 4 con
1/9 Wednesday
4th
Eddie 42 con
Morgan 27 Pro
Nate 12 con
Klaus/Denis 17 con
Ru'Deisha 22 pro
5th
Adrian 47 pro
Nate/Brandi 11 con
Tracy/Andre 15 con
Josh/Akiya 38 pro
1/11 Friday
4th
Victoria 23 pro
Domonique 16 con
5th
Harvey 11 pro
Shawn/Tyler(re) 17 pro
Cody/Ray 2 pro
Chrissy 20 con
Roberto/Ian 14 con
12/14/12
12/12- 12/14 English III
12/12
Research Library
12/14
Turn in words 28-32
W3 Persuasive Speech given 1/7, 1/9 or 1/11. Each group/person is scheduled for a specific date and time. (50 points for speech)
-Turn in with W3-Persuasive Cnotes. Don't forget to answer the EQ-essential question (25 points)
-Blank Rubric for me to grade you
-PowerPoint or some type of visual display
-Persuasive Packet filled out completely (25 points)
Follow the directions on the packet and the half sheet given to you with Research tips. These handouts have specific directions on:
- choosing and documenting 3 reliable sources
-saving the PowerPoint in proper format and PowerPoint specifications
-Format of speech
-Grading rubric
Ms. Batten shows each handout to class and stresses the importance of being prepared for speeches. Students only have one class with me, after the break, before presentations start. On that day they will practice their ethos for the first part of class. They need to make a plan now with partners to be ready.
Ms. Batten conferences with every present student regarding their grade.
W4-Persuasive Grading- Hip hop is the Devil and Emotional Control Classes due.
Library-Research/Work on Project
Research Library
12/14
Turn in words 28-32
W3 Persuasive Speech given 1/7, 1/9 or 1/11. Each group/person is scheduled for a specific date and time. (50 points for speech)
-Turn in with W3-Persuasive Cnotes. Don't forget to answer the EQ-essential question (25 points)
-Blank Rubric for me to grade you
-PowerPoint or some type of visual display
-Persuasive Packet filled out completely (25 points)
Follow the directions on the packet and the half sheet given to you with Research tips. These handouts have specific directions on:
- choosing and documenting 3 reliable sources
-saving the PowerPoint in proper format and PowerPoint specifications
-Format of speech
-Grading rubric
Ms. Batten shows each handout to class and stresses the importance of being prepared for speeches. Students only have one class with me, after the break, before presentations start. On that day they will practice their ethos for the first part of class. They need to make a plan now with partners to be ready.
Ms. Batten conferences with every present student regarding their grade.
W4-Persuasive Grading- Hip hop is the Devil and Emotional Control Classes due.
Library-Research/Work on Project
12/10/12
12/10 English III
1) 32 compromise: (n. v)
prefix: com: with together root: promise: to commit suffix: x
prefix: pro: for, in support of root: miss: to send (this is the root they are testing you on)
n: settlement, agreement-reached by opposing sides
v: infer meaning: to settle, to agree
Do your own sentence, picture, and have a peer review
Quiz is Wednesday during 6th block. Your words are due on Friday.
Model: Kim Kardashian and Old Navy came to a compromise. She dropped her lawsuit against them for violating her publicity rights and they gave her an undisclosed settlement amount.
2)Class survey homework PAST due. This was due the last class. Some of you are confused about your topic or you didn't follow directions for the survey. Reminder-students were to survey students about their topic. If students agreed with them they only need to put yes or no. If they didn't agree with them, they need to put a reason why. Each group has to get 50 people. If presenting by yourself, you must get 50 people. List names of all surveyed. Time given in class to survey classmates. Turn in today.
3)W3-Persuasive Cnotes-Finish by answering Essential Question. Keep for now and turn in with speech. The notes will count toward your assessment grade for the speech, so make sure you finish them and submit. So if you don't submit the Cnotes on the speech date, the highest score you can receive on the speech is
a 75
4)"Emotional Control Classes" Persuasive speech Students jigsawed and will be grading on the same part of the rubric they did for the Hiphop speech. Students must take notes on their categories while listening to the speech. They should do this on the same rubric, by drawing a dividing line or on a new rubric making sure to label one rubric as Hiphop and the other as Emotional Control. They should name specific details from the speech. Each person should also give a score 3 to 0 (3 being an A) for each category they are to grade. Group members meet together and discuss their comments and score. Each group member is to write in each part of the rubric after listening to their group members. If absent watch the speech online here. If absent, you must evaluate every category and assign a grade 3 to 0 for each part of the rubric. Calculate the 8 categories together and divide by 8 for your final score.
5)Class Discusses each part of rubric and grades given. Most of class agrees the student received a 1 to 1.5- a D.
6)Research library-
New presentation dates are 1/7 Monday and 1/9 Wednesday early release and 1/11 Friday
Meet in the library on Wednesday.
prefix: com: with together root: promise: to commit suffix: x
prefix: pro: for, in support of root: miss: to send (this is the root they are testing you on)
n: settlement, agreement-reached by opposing sides
v: infer meaning: to settle, to agree
Do your own sentence, picture, and have a peer review
Quiz is Wednesday during 6th block. Your words are due on Friday.
Model: Kim Kardashian and Old Navy came to a compromise. She dropped her lawsuit against them for violating her publicity rights and they gave her an undisclosed settlement amount.
2)Class survey homework PAST due. This was due the last class. Some of you are confused about your topic or you didn't follow directions for the survey. Reminder-students were to survey students about their topic. If students agreed with them they only need to put yes or no. If they didn't agree with them, they need to put a reason why. Each group has to get 50 people. If presenting by yourself, you must get 50 people. List names of all surveyed. Time given in class to survey classmates. Turn in today.
3)W3-Persuasive Cnotes-Finish by answering Essential Question. Keep for now and turn in with speech. The notes will count toward your assessment grade for the speech, so make sure you finish them and submit. So if you don't submit the Cnotes on the speech date, the highest score you can receive on the speech is
a 75
4)"Emotional Control Classes" Persuasive speech Students jigsawed and will be grading on the same part of the rubric they did for the Hiphop speech. Students must take notes on their categories while listening to the speech. They should do this on the same rubric, by drawing a dividing line or on a new rubric making sure to label one rubric as Hiphop and the other as Emotional Control. They should name specific details from the speech. Each person should also give a score 3 to 0 (3 being an A) for each category they are to grade. Group members meet together and discuss their comments and score. Each group member is to write in each part of the rubric after listening to their group members. If absent watch the speech online here. If absent, you must evaluate every category and assign a grade 3 to 0 for each part of the rubric. Calculate the 8 categories together and divide by 8 for your final score.
5)Class Discusses each part of rubric and grades given. Most of class agrees the student received a 1 to 1.5- a D.
6)Research library-
New presentation dates are 1/7 Monday and 1/9 Wednesday early release and 1/11 Friday
Meet in the library on Wednesday.
12/6/12
12/6 English III
1) 31-circumflex: (n. adj. v)
prefix: circum: around round about root: flex: bend,curve suffix: x
n: mark ^, ', ~ placed over vowels in some languages to stress pronunciation
adj: infer first; bending or winding around
v:infer first; to bend to curve, to wind
Model: The gymnast circumflexed as she tumbled and curved her body over the vault.
sentence, picture, peer review
2)Class survey homework due before end of class. Reminder-students were to survey students about their topic. If students agreed with them they only need to put yes or no. If they didn't agree with them, they need to put a reason why. Each group has to get 50 people. If presenting by yourself, you must get 50 people. List names of all surveyed. Time given in class to survey classmates. Turn in today.
3)W3-Persuasive Cnotes-Finish by answering Essential Question. Keep for now and turn in with speech. The notes will count toward your assessment grade for the speech, so make sure you finish them and submit.
4)"Hip hop is the Devil" Persuasive speech Students jigsawed and will be grading only some of the rubric which they will later share with their group.Students must take notes on their categories while listening to the speech. They should name specific details from the speech. Each person should also give a score 3 to 0 (3 being an A) for each category they are to grade. Group members meet together and discuss their comments and score. Each group member is to write in each part of the rubric after listening to their group members. If absent watch the speech online here. If absent, you must evaluate every category and assign a grade 3 to 0 for each part of the rubric. Calculate the 8 categories together and divide by 8 for your final score.
5)Class Discusses each part of rubric and grades given. Most of class agrees the student received a 2- a high C or low B.
6)Research library-4th block-instruction. Some students sign up for new presentation date. Presentations voted on to move after break. New dates are Friday 12/14 if you still want to go before the break.
If after break, 1/7 Monday and 1/9 Wednesday early release
prefix: circum: around round about root: flex: bend,curve suffix: x
n: mark ^, ', ~ placed over vowels in some languages to stress pronunciation
adj: infer first; bending or winding around
v:infer first; to bend to curve, to wind
Model: The gymnast circumflexed as she tumbled and curved her body over the vault.
sentence, picture, peer review
2)Class survey homework due before end of class. Reminder-students were to survey students about their topic. If students agreed with them they only need to put yes or no. If they didn't agree with them, they need to put a reason why. Each group has to get 50 people. If presenting by yourself, you must get 50 people. List names of all surveyed. Time given in class to survey classmates. Turn in today.
3)W3-Persuasive Cnotes-Finish by answering Essential Question. Keep for now and turn in with speech. The notes will count toward your assessment grade for the speech, so make sure you finish them and submit.
4)"Hip hop is the Devil" Persuasive speech Students jigsawed and will be grading only some of the rubric which they will later share with their group.Students must take notes on their categories while listening to the speech. They should name specific details from the speech. Each person should also give a score 3 to 0 (3 being an A) for each category they are to grade. Group members meet together and discuss their comments and score. Each group member is to write in each part of the rubric after listening to their group members. If absent watch the speech online here. If absent, you must evaluate every category and assign a grade 3 to 0 for each part of the rubric. Calculate the 8 categories together and divide by 8 for your final score.
5)Class Discusses each part of rubric and grades given. Most of class agrees the student received a 2- a high C or low B.
6)Research library-4th block-instruction. Some students sign up for new presentation date. Presentations voted on to move after break. New dates are Friday 12/14 if you still want to go before the break.
If after break, 1/7 Monday and 1/9 Wednesday early release
12/4/12
12/4 English III
1. 30)conspicuous-
prefix: x root: spic: to watch, observe root:conspicuous: open to view suffix: -ous: forms adj
infer:
actual: out in the open, attracting attention
The student was conspicuous when he texted in class, and was looking down at his lap during the lesson.
Sentence, Picture, Peer Review
Homework explained:
Survey 50 students about your persuasive topic. Make sure to put their name and whether they are pro or con for your topic. If they don't agree with you, you must put a comment for them as well. If you have 2 people in your group, you can split this assignment. Make sure you phrase your questions in a student friendly way. This survey will reveal how your audience will feel about your topic, could provide you with logos, and it will give you reasons you should think about when trying to persuade an audience. Due: 12/6
Take out W3-Persuasive Cnotes: Class reviews Ethos clips and discusses why they make the company seem credible, trustworthy or credible. Class reviews logos, pathos, ethos via review videos from youtube clip 1 and youtube click 2. Students are asked to add to their notes if they missed one of the days we discussed each device.
Groups: Review Ethos in groups by 1)Defining in your own words 2)Explaining how ethos is convincing in an argument. 3) Come up with 1 level 1, 1 level 2 for ethos. 4) Come up with 1-level 3 question for all of your notes. Share with class
Finish and submit Exit 7, on your own. Remember do not copy someone's exit slip or work with them. 80%
Presentation vote/sign up: Students vote on moving presentations after break or keeping before. Absent students from last class sign up for topic and receive topics and research info.
Presentation Help/Review: Ms. Batten reviews persuasive handouts, making sure to talk about the half sheet which explains sites to use to help with project and submission guidelines. The persuasive speech rubric was explained in detail.
Students in 4th block jigsawed and each will be evaluating "Hip Hop is the Devil". Students in 4th shown speech. To continue next class
Students in 5th block not jigsawed yet. They will view the speech the next class. Time given in library to research topic and get tips from Mrs. Crosby for research.
prefix: x root: spic: to watch, observe root:conspicuous: open to view suffix: -ous: forms adj
infer:
actual: out in the open, attracting attention
The student was conspicuous when he texted in class, and was looking down at his lap during the lesson.
Sentence, Picture, Peer Review
Homework explained:
Survey 50 students about your persuasive topic. Make sure to put their name and whether they are pro or con for your topic. If they don't agree with you, you must put a comment for them as well. If you have 2 people in your group, you can split this assignment. Make sure you phrase your questions in a student friendly way. This survey will reveal how your audience will feel about your topic, could provide you with logos, and it will give you reasons you should think about when trying to persuade an audience. Due: 12/6
Take out W3-Persuasive Cnotes: Class reviews Ethos clips and discusses why they make the company seem credible, trustworthy or credible. Class reviews logos, pathos, ethos via review videos from youtube clip 1 and youtube click 2. Students are asked to add to their notes if they missed one of the days we discussed each device.
Groups: Review Ethos in groups by 1)Defining in your own words 2)Explaining how ethos is convincing in an argument. 3) Come up with 1 level 1, 1 level 2 for ethos. 4) Come up with 1-level 3 question for all of your notes. Share with class
Finish and submit Exit 7, on your own. Remember do not copy someone's exit slip or work with them. 80%
Presentation vote/sign up: Students vote on moving presentations after break or keeping before. Absent students from last class sign up for topic and receive topics and research info.
Presentation Help/Review: Ms. Batten reviews persuasive handouts, making sure to talk about the half sheet which explains sites to use to help with project and submission guidelines. The persuasive speech rubric was explained in detail.
Students in 4th block jigsawed and each will be evaluating "Hip Hop is the Devil". Students in 4th shown speech. To continue next class
Students in 5th block not jigsawed yet. They will view the speech the next class. Time given in library to research topic and get tips from Mrs. Crosby for research.
11/29/12
11/20 and 11/27 English III
11/20
Study for M&M quiz 6th block today. Turn in words 23-27, making sure they are labelled with the numbers.
Exit 6-past due.
Take out W3-Persuasive Cnotes-
With group, review logos, why using logos is convincing and come up with 1-level 1 and 1-level 2 questions. Write these questions beside your logos notes. Discuss the 3 logos clips with your group. Share with class all discussion items above.
Add to pathos notes on W3
Pathos: an emotional appeal
Study for M&M quiz 6th block today. Turn in words 23-27, making sure they are labelled with the numbers.
Exit 6-past due.
Take out W3-Persuasive Cnotes-
With group, review logos, why using logos is convincing and come up with 1-level 1 and 1-level 2 questions. Write these questions beside your logos notes. Discuss the 3 logos clips with your group. Share with class all discussion items above.
Add to pathos notes on W3
Pathos: an emotional appeal
-convinces a person by appealing to their higher emotions (belief in fairness, love, pity, positive humor, patriotism) or their lower emotions (greed, lust, revenge, guilt, etc.)
- When you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos.
- Although the pathetic appeal can be manipulative, it is the cornerstone of moving people to action.
several examples of pathos shown to class. Copy chart below and complete for the 3 clips shown.
11/27
M&M
28) acerbic- Start new set of words. We are focused on the root word now.
Prefix: x Root: acer: harsh, angry, bitter Suffix: ic: add to form adjectives
infer:
actual: using words intended to hurt some one's feelings
Model: The couple of 5 years had to split because they couldn't stop making acerbic comments to one another and counseling didn't help.
DO: sentence, picture, review
Copy Exit 7:Persuasion (12 points)
1)What is the difference between logos, pathos, ethos? (3)
2)Specify at least 2 ways to use logos in a presentation? (2)
3)Specify at least 2 ways to use pathos in a presentation? (2)
4)Specify at least 2 ways to use ethos in a presentation? (2)
5)When is your persuasive speech due and how much is it worth?(3)
Finish
pathos notes. Finish chart with group.
Groups: Define pathos in own words, explain why using it is convincing, and come up with 1-level 1 and 1-level 2 question for the pathos part of your notes.
Class discusses pathos clips and chart.
Add to ethos part of your notes:
o
Ethos: an appeal based off on one’s own credibility and/or
calling on ethics to make yourself seem credible
When using ethos,
you call on Trustworthiness, Similarity between you and speaker, Authority of
speaker, Reputation, Sincerity, ethics of society
In an essay, use
of proper Standard English is part of your ethos
|
Subscribe to:
Posts (Atom)